How to Understand, Interpret, and Use Student Data to Inform Instruction Heather P. Wright & David...

How to Understand, Interpret, and Use Student Data to Inform Instruction

Heather P. Wright & David BustosPolk County Schools

Created by Heather P. Wright & David Bustos, Polk County Schools

Finding IBTP1

2


Finding IBTP

Find “P

olk County

School

Distric

t” fro

m drop-down menu

Fill-in

your P

CSB use

rnam

e and

passw

ord

3

4


Finding IBTP

Click-on “IBTP-Test Platform”

5


Report on a Classroom or Section


Select the classroom or section


Select the test

Every assessment that has been administered to students within the selected class section will be listed.


Understanding the general report

Shows average percent correct

overall, and by standard, for

section, compared to school and district

Click to view

different reports

Number of asse

ssment it

ems

Number of st

udents that

completed the asse

ssment

How do students in this

class compare to other

students at the school and

through out the District? Which sta

ndards do stu

dents

demonstrate higher/lo

wer

levels of m

astery?

Did the number of items

and mode of

administration impact

student performance?Average number o

f points

obtained on assessm

ent


Item Analysis report


Shows student response times by item

Shows section average (percent

correct) on each item

Shows individual student responses (√ if correct, red letter if incorrect)

Shows standard

assessed by each itemWhat was the most

common incorrect response?

Which items elicited the lowest

and highest percentage of

student response?

Did students who responded incorrectly to a

particular item also respond incorrectly to

items assessing the same standard?

Is there a difference in time spent between students who answered the

item correctly vs. incorrectly?

What does the amount of time

a student spent on an item tell you?

Are results different between question types (i.e.

multiple choice, open-ended questions, reading

vs. writing)?


What ski

lls do st

udents

need to co

rrectl

y answ

er

this item?

Why is “B” the correct answer?

What is the rationale behind each distractor?

Why did the majority select “A”?

What is the misconception?

How will I re

teach this

concept in cla

ss?


Skills Analysis report

Shows district, school, and section average (percent correct) by standard and overall

Shows, by student, percent & number

correct by standard & overall

You can drill down by skill level

Which standards do students

demonstrate higher/lower

levels of mastery?

How does this class compare to

other students in the school and

across the District per standard?

Which students performed

below/above the class average

per standard?

What different skill le

vels are

available? What can I learn by

analyzing data at different skill levels?


Standards Mastery reportShows # of items by

standard/benchmarkShows # of students in

each performance category, by standard.

Clickable (can drill down)

Shows # of times the

standard has been assessed

What does the spread

of students within a

standard tell you about

mastery?

Are students equally distributed

among the performance categories

or are they distributed in the

categorical extremes?

Is the categorical distribution of

students based on a single standard

assessment administration or on

several administrations?

If the standard has been assessed

multiple times, what does the data

say about my interventions or

classroom instructional practices?

Is my data based on one item or several

items assessing the same standard? What

implications are there for my instructional

practices?


Standards Mastery Report: Drilled Down

Shows names of students in each

performance category, by standard

Shows score ranges

for each band (note

that this t

est only

has 4 bands set)

How can I use this report to

target students for

intervention?

How can I incorporate this data into daily instructional decisions?

Think about:• Grouping low performing students

with high performing students.• Small group instruction targeting

specific needs.• Differentiating assignments.


Creating a “Students by Score” Group

Click on the drop-down menu and select “New Group” Select the category of

students you would like

to monitor by clicking

on the button.

Click “Go”


Creating a “Students by Score” Group

Create a name for this group of students

Select a student performance category from the drop-down

menu.

Click S

ave


Accessing “Students by Score” Groups


Accessing “Students by Score” Groups

You can view by Group

or Student Name

All groups you create will be

accessible from here.

How can this tool help you monitor your students

throughout the school year?

List of stu

dents that

belong to this group


Accessing “Students by Score” GroupsWhat are the advantages

of arranging your groups

by “student name” instead

of “group name”?

List of all groups where

students have been

added.

How can this tool help you monitor your students

throughout the school year?


Student Analysis report


Student Analysis: How to View Scores on Multiple Tests


1. Select subject of test

2. Add column to report


Repeat with as many assessments as you’d like, then create spreadsheet:


Shows scores by student across multiple tests

Exportable to Excel

Columns can be edited still

Are students improving

when I compare results

from multiple assessments?

If so, what instru

ctional

interventions are producing

positive results?

If not, w

hat instru

ctional

modifications must I

implement to increase

student performance?


How to Understand, Interpret, and Use Student Data to Inform Instruction Heather P. Wright & David...

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